Reducing anxiety in the foreign language classroom: A positive psychology approach

This paper reports on a study that took positive psychology approach to foreign language anxiety reduction. More specifically, it investigated whether reminiscing about achievements could effectively diminish the learners’ classroom anxiety. It also explored patterns nested in process. To this end, 88 first Chinese university students of English were randomly assigned into experimental (n = 43) and control groups 45), who filled out short-form scale before after 30-day intervention. The group requested record what they had reminisced as well their emotional experiences during each lab session. results showed dimensional overall levels decreased significantly over time but remained stable group. In addition, textual analysis recalled progress particularly speaking, listening, writing, reading, vocabulary, grammar, pronunciation, non-language proficiency such increased cross-cultural knowledge testing ability. was linked more frequent emotions than negative emotions. findings implications for research teaching learning discussed.